Transcript Document

Meeting the needs of pupils with
English as an Additional Language
Presented by Monica Deb
Kirklees Learning Partner
Kirklees Learning Service
Aims
• to raise awareness of the ethnic profile of
Kirklees schools
• to explore the particular learning needs of
pupils learning EAL
• to discuss and illustrate inclusive practice for
pupils learning EAL
Outcomes
Colleagues will:
• be familiar with the ethnic profile of Kirklees
schools
• understand the learning needs of children
learning EAL
• experience learning strategies and approaches
to give access to children learning EAL
Who are the Minority Ethnic Pupils in
Kirklees?
• Refer to handout
DfES Main Code
Ethnic Group
Pupils
%
546
0.86%
139
0.22%
4,204
6.60%
756
1.19%
11,802
18.53%
ABAN
Asian/Asian British - Bangladeshi
AIND
Asian/Asian British - Indian
AOTH
Asian/Asian British - Any Asian Background
APKN
Asian/Asian British - Pakistani
BAFR
Black/Black British - African
569
0.89%
BCRB
Black/Black British - Caribbean
495
0.78%
BOTH
Black/Black British - Any Other Background
134
0.21%
CHNE
Chinese
147
0.23%
MOTH
Other Mixed Background
659
1.03%
MWAS
Mixed - White and Asian
1,044
1.64%
MWBA
Mixed - White and Black African
255
0.40%
MWBC
Mixed - White and Black Caribbean
1,635
2.57%
NOBT
Information Not Yet Obtained
124
0.19%
OOTH
Any Other Ethnic Group
466
0.73%
REFU
Refused
139
0.22%
WBRI
White - British
39,239
61.62%
WIRI
White - Irish
112
0.18%
WIRT
White - Traveller of Irish Heritage
20
0.03%
WOTH
White - Any Other Background
1,133
1.78%
WROM
Gypsy/Roma
65
0.10%
Total
63,683
Please mind the gap!
Refer to handouts
Key Questions
• Are all minority ethnic pupils performing equally well?
• Are all minority ethnic pupils making expected progress
year on year ?
• Are particular groups of pupils (e.g. Pakistani, boys, girls)
performing better or worse than their peers?
• Are high attaining pupils or low attaining pupils progressing
at different rates from their peers?
• Have performance gaps widened or narrowed? Are there
differences between years, classes, groups and key stages?
• Are there differences between subjects?
Who is the Multilingual Learner?
 A person able to display any skill: listening, speaking, reading, writing and
functioning in a language other then his/her heritage language should be
regarded as multilingual.
 Children who, as part of their everyday life, need to operate in more than
one language.
 Being multilingual does not indicate equal development in two or more
languages.
 Bilinguals/multilinguals are not a homogeneous group. They will not all
have the same level of competence in either their first or additional
languages. They will have different backgrounds and experiences.
Kirklees School Population
• Refer to handout
Languages within your school
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Arabic
Creole French
Chinese - Cantonese? Mandarin?
Kurdish
Hindi
Latvian
Manding / Malinka
Pangasinan
Punjabi
Shona
Slovak
Tigrinya
Urdu
Wolof
Languages within a school
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Arabic
Creole French
Chinese - Cantonese? Mandarin?
Kurdish
Hindi
Latvian
Manding / Malinka
Pangasinan
Punjabi
Shona
Slovak
Tigrinya
Urdu
Wolof
White Other
Pupils from EU countries and some Middle Eastern
Countries are currently recorded as White Other.
•EU migrants speak a number of eastern block
languages, including Polish and Hungarian and are the
most rapidly growing EAL group in Kirklees
• Pupils from Middle Eastern Countries are mainly
refugee and asylum seekers and speak languages such as
Farsi and Kurdish
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What are the languages spoken by the largest
minority ethnic groups in Kirklees?
Gujarati
Punjabi
Urdu
Hindi
Indian
Muslim
Sikhs

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Gurmukhi script
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Hindus
Pakistani
Muslim
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Urdu script
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What are the features of languages
written by the different minority ethnic
groups?
Features
Languages
L-R
R-L
Letters
Gujarati &
Hindi
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 33 consonants
 11 vowels
Punjabi –
Gurmukhi
Script
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 35 letters
Punjabi –
Urdu
Script
Arabic
Similarities with
English
Differences
from English
Punctuation –
commas and full
stops
 all letters
are lower
case
 letters hang
below line
 all letters
are lower
case
 letters hang
below line
 All letters
are lower
case
Punctuation –
 37 letters some with
no English equivalent though less than
English.
 No letters for weak
vowels
Written features similar to Urdu though the
structure of the language is different.
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How are the Asian languages different from
English?
 verb at the end of the sentence
 no word for ‘a’ and ‘the’
 objects as well as people are masculine or
feminine
 post-positions
Creole and Patois – differences to
Standard English
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Past tense of verbs both regular and irregular
Yesterday I run for the bus
Subject and verb agreement in the 3rd person singular in the present tense
That shop sell egg
That child always cause trouble
Omitting the verb “to be”
The baby tired
Plural nouns
Give me four bottle
Passives
Him frighten dog
Use of “is”
Is five o’clock
Pronouns
Me tell the man
The man tell she
Possessives
Tom lose him coat
Hayley lose him coat
Questions
When it start?
What time it is?
Consideration for Phonics Teaching
Languages which have:
• sounds not used in English e.g. retroflex sound
in Asian languages
• absence of sounds used in English e.g. no /th/
sound in French, no /v/ in Asian languages
• similar sounds e.g. dental /t/ and /d/ found in
Asian and European languages
• No /w/ in eastern European languages
Knowing Your Pupils
Need to be well informed about the pupil's background:
What languages are spoken at home?
How competent are they in these languages?
What languages are the pupils literate in?
How confident/competent are they when writing?
If the pupil is a late arrival, what schooling took place in the country of origin?
When did they arrive?
Have the pupils had any extended absences abroad?
Does the pupil attend a supplementary school?
Are there any physical/learning needs?
English Language Development
Assessment (ELDA)
 Pupils may be at a higher ELDA level for speaking and
listening than they are for reading and/or writing
 EMA schools are required to assess the language
development of PEALs which can then be used for
targeting
 ELDA criteria can be used for formative assessment of a
pupil’s development in heritage language
ELDA
Think of a pupil
Sample M
Comments
•Beginning to write about experiences
•Writing more appropriate to speech
‘So that’s no good’.
•Limited vocabulary ‘I think’ rather
than, ‘In my opinion… ‘ ‘One opinion is
..’
•Beginning to use more complex
conjunctions
Next Steps
•Develop further use of complex
conjunctions
•To develop formal evaluative report
writing share models, use writing
frames and suggested linking phrases
e.g. ‘On the other hand …’
•Distinguish between spoken English
and Standard written English
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Supporting ELDA assessment
• Glossary with reference to underlined terms in
the main text
• Guidance document including literacy
development and the impact of personality and
attitude
• Moderated writing pack with suggested
activities for ‘next steps’.
• Moderated speaking pack with suggested
activities for ‘next steps’.
Asif
I speak Punjabi with my mum and dad and also with my grandparents.
I speak more English with my younger brother but I speak Punjabi and
sometimes English with my older brother and his wife.
At school I like speaking Punjabi with my mates at break times. My friend
Ashok thinks my Gujarati is getting better. He is teaching me Gujarati and I
teach him Punjabi. In lessons we all speak English.
At mosque, we read Arabic and we learn the Qu’ran. I have read the Qu’ran
five times. Mum teaches me Urdu at home sometimes. I am not very good
at it.
Kashan
Kashan is an 11 year old girl, the only child of a Kurdish
family seeking asylum from Iraq. She started school at
age 7 in Iraq but her education has been disrupted
since then. Her mother was a primary teacher in Iraq
and has worked with Kashan at home, consequently
she is literate in Arabic (the language of education in
Iraq).
The family speak Kurdish
(their heritage
language) at home and mother speaks good English
though father does not. Kashan understands simple
words and phrases in English and is very shy and timid.
Phinee
I came to this school in Year 1. A boy called Andre spoke French and he helped me. I
was very shy. The teachers didn’t know that I spoke French and only spoke English
to me.
At home I speak Lingala or French to my Mum, she is learning English at college, but
doesn’t know that much yet. My Mum and Dad and my brother and I usually talk in
French. We lived in France before we came here and I was a tiny baby when we left
the Congo. I was surprised when the school thought that I was African because I
thought that I was French! I think I might be English now. That’s what I speak most.
Dad and I sometimes speak in English at home.
I would like to see the Congo, but only if the war ends. My Grandma still lives there,
she hasn’t seen me since I was a baby and I am inYear 5 now. I speak to her on the
phone sometimes, she only speaks Lingala.
I meet other families from the Congo when I go to the church, you know the one by
the bus station. There is a children's’ club. We mostly speak English.
I sing in the choir, I like that and I love football. I am a Manchester United fan. I
cheer in English!
Toyan
My Dad is from Jamaica and my Mum is from Trinidad. Dad sometimes
speaks to me like a Jamaican, especially when we are at grandma and
Granddad’s house. I can understand what they say. Sometimes I speak
to them using Jamaican. I can’t use it properly. Some of the words I
can’t understand. When my Mum catches me speaking Jamaican, she
tells me to talk properly.
At school I don’t use Jamaican. I would feel silly if I spoke it at school.
With my English and Pakistani friends, I speak like my Mum talks. Some
of them know a bit of Jamaican, especially my best friends. Anisa, my
best friend, teaches me Urdu words like “shabaj” She learns Jamaican
from me.
We are learning French at school. My Mum sang songs in French when I
was little. I can still remember them. I try to say “Bonjour” to my aunts
when they phone Mum from Trinidad. I even tried a bit of French when I
went on Holiday, but most people speak English anyway.
Jan
Jan is a Polish speaker who started in reception class
after Christmas. There are concerns because, by the
end of the Spring term he has not spoken in English.
There are no other Polish speakers in the school so he
cannot use his first language. He can demonstrate
understanding by non verbal means and his reading
and writing skills are developing as expected. He has
had no pre school experience and uses Polish at home.
Pupil profiles
• Feedback
Most children have developed some degree of
oral fluency in at least one language by the time
they start school.
Why is language developed?
How have children learnt it?
Who has taught them?
Who is the Multilingual Learner?
 A person able to display any skill: listening, speaking, reading,
writing and functioning in a language other then his/her heritage
language should be regarded as multilingual.
 Children who, as part of their everyday life, need to operate in
more than one language.
 Being multilingual does not indicate equal development in two or
more languages.
 Bilinguals/multilinguals are not a homogeneous group. They will
not all have the same level of competence in either their first or
additional languages. They will have different backgrounds and
experiences.
According to the DCSF
Language is learned in a stress free environment:
•through interaction with adults who care
•when every attempt at speaking is praised
•when the rules of the language are modelled
naturally
•when there are interesting things and events that
stimulate language
•when gesture and body language including facial
expression reinforce the spoken word
“EAL learners have to learn a new language
while learning through the medium of that new
language. To ensure they reach their potential,
learning and teaching approaches must be
deployed that ensures both access to the
curriculum at a cognitively appropriate level and
maximum language development.”
Excellence and Enjoyment: Learning and teaching in the primary years,
Planning and assessment for learning: Designing opportunities for learning
(DfES 0520-2004 G)
Accessible?
Tasks can be made more or less supportive by
ensuring that pupils are able to build on their
previous experience, by scaffolding and, crucially,
by providing carefully planned opportunities to
listen and speak in a wide range of situations.
What sort of language?
The Iceberg Model
(Cummins)
Language
for social
communication
Language
for
Learning
Slide 12
The Iceberg Model
BICS
(Cummins)
Basic
Interpersonal
Communicative
Skill
CALP
Cognitive and
Academic
Language
Proficiency
Slide 12
B.I.C.S and C.A.L.P.
 BICS-basic interpersonal communicative skills 2-3 yrs
 CALP-cognitive academic language proficiency 5+ yrs
 Pupils who develop CALP in one language can more easily
transfer this to a second
 Pupils given opportunities to continue development of L1
alongside English can use both languages for cognitively
demanding tasks
 NB CALP needs to be specifically taught for all pupils
 It will not be acquired by osmosis.
The Dual Iceberg Model
(Cummins)
Surface Features
of L1
Surface Features
of L2
Common Underlying
Proficiency for Language
for Learning
Slide 13
English Language Development
Assessment (ELDA)
• Refer to handout
Particular Areas of Difficulty for Children
Learning EAL
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Positional language - in, on, under etc.
Comparisons – bigger than, the best
Verb agreements – he go, I thinks
Verb tenses - I goed, she wented
Modal verbs – can, could, might, may, would, should,
must, ought – e.g. ‘If you could go anywhere where
would you like to go?’
• Expressions – ‘Pick your feet up’, ‘You’re pulling my leg’
Cummins’ Quadrant
Hard
Concrete
Abstract
Easy
Cummins’ Quadrant
Cognitively demanding
Context
embedded
Context
reduced
Cognitively undemanding
An example of the use of the Cummins Quadrant to show how children
learning EAL can be supported to access increasingly abstract and
cognitively demanding tasks
Activity Planned in B
Reporting back situations
following collaborative activities.
Describing findings to listeners
who have not been part of the
discussion.E.g. We sorted the
pictures into working, playing,
and school and which were rich..
Moving into B
Language modelled by
practitioner, children share own
observations and are prompted
to generalise and classify.
Practitioner models vocabulary
for classification - working,
playing, school and provides a
graphic organiser.
Activity planned in A
L1 grouping looking at pictures of
rich and poor Victorian children
and talking about what they can
see
Moving into C
Practitioner recasts the language
used by the pupil e.g. modelling
abstract nouns – leisure,
education, work
Pupils collaboratively design own
graphic organiser.
Guided talk to model lang. of
comparison e.g. both X and Y …,
X…. whereas/but Y …
Provision of frame for report,
option to work with more expert
peer.
B
C
A
D
Activity planning in C
The child works individually to
research, and produce a written
report about the lives of Victorian
children
Don’t plan activities
here if you wish to
develop language
skills.
An example of the use of the Cummins Quadrant to show how children
learning EAL can be supported to access increasingly abstract and
cognitively demanding tasks
Activity Planned in B
Reporting back situations
following collaborative activities.
Describing findings to listeners
who have not been part of the
discussion.E.g. We sorted the
objects like this … all these are
made of plastic, all these feel …
Moving into C
Practitioner recasts the language
used by the pupil e.g. modelling
abstract nouns – texture,
material, use
Guided talk to model lang. of
comparison e.g. both X and Y …,
X…. whereas/but Y …
Activity planning in C
The child/ren work/s with a new
set of objects to research, and
talk to others about how they
sorted them.
Moving into B
Language modelled by practitioner,
children share own observations
and are prompted to generalise and
classify. Practitioner models
vocabulary for classification colour, shape, what it’s made of and
used for, what it feels like etc. and
asks e.g. “Are these made of wood
or plastic?”
Activity planned in A
L1 grouping looking at and
feeling objects and talking about
what they can see and feel.
B
C
A
D
Don’t plan activities
here if you wish to
develop language
skills.
Blooms Taxonomy (revised)
Unpacking the Language Skills in Bloom’s Taxonomy
(revised)
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Creating: compose, create, design, develop, formulate,
organise, plan, prepare, propose, set up, write.
Evaluating: appraise, argue, assess, compare, defend,
estimate, judge, predict, rate, support, value, evaluate
Analysing: analyse, appraise, categorise, compare, contrast,
criticise, discriminate, distinguish, question,
Applying: dramatise, illustrate, interpret, outline, solve,
write.
Understanding: describe, discuss, explain, report, restate,
review, translate
Remembering: define, label, list, name, recognize, relate,
recall, repeat, state.
Collective memory: What can you see
• Divide into groups of five
• Identify an observer
• Activity: Observer refer to handout
Isocoles
triangle
14.5 + 3.7 =
Equilater
al
triangle
£ % £ % £ %£
Rightangled
triangle
Observers’ Feedback
Well-earned break for refreshments
Supporting Talk for Pupils Learning EAL
• Can be related to the supporting visuals and practical
activities
• Can be supported by intonation, facial expression
and gesture
• Allows exposure to a range of language models with
ideas expressed in a variety of ways
• Allows exposure to the repetition of selected
language patterns
• Provides opportunities for pupil feedback so
understanding can be checked
Challenges of Talk for Pupils Learning
EAL
• Speed of delivery can make understanding
difficult
• Often not complete sentences
• Often contains unfamiliar colloquialisms and
figurative language
• Speed of delivery may make it difficult to
interject in order to contribute
Strategies for Access
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Grouping
Modelling
Concrete referents
Peer support
Use of heritage language
Key vocabulary translated
Scaffolding
Activating prior knowledge
Questioning techniques
Grouping by:

personality

friendship

shared heritage language

mixed heritage language
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similar ability
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mixed ability

ethnic background
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literacy competence in heritage language

literacy competence in English

stage of English language development

learning styles
Use of key words
The use of relevant key words, which are
going to be used in areas of experience, can
be of immense benefit to all pupils.
They can:
 offer direct translation which can support understanding;
 extend pupil’s heritage language;
 offer all pupils as well as the teacher the opportunity to explore
linguistic diversity;
 demonstrate that all languages are a tool for learning;
When displayed they contribute to the
creation of a welcoming environment for
parents.
Questioning Techniques
• Closed questions
Is that a ball?
.
• Optional questions
Did she visit her cousin or her granddad?
• Open questions
What is a tree house?
• Big questions
How ….? Why ….?
Opu
Opu was not listening. His eyes were fixed on the
bamboos outside the window on the criss cross of
light and shade they cast on the jungle bushes
beneath. . All he heard - he had ears for nothing
else - was the story from the Mahabharata, the
story of the battle of Kurukshetra.
Write or tell what happens next in the story. A
brief paragraph of 8 – 10 lines will be enough.
Possible reactions
• Panic – am I the only one who doesn’t
understand?
• Focus on what understood?
• Shutdown?
Cultural Knowledge
What might be the impact of these activities on
minority ethnic pupils?
• describe what it was like in Victorian England
• writing up a menu for food to be served at a wedding
breakfast and for the evening celebration
• making a cup of tea
• choosing food for a picnic
• pictures of your family
Language functions and structures
• Having identified the reason for the talk i.e. the
function, we need to consider what phrases or
sentences we would like the children to use
with confidence.
• How will we phrase our questions in order to
elicit this specific kind of language?
• Refer to handout
Language functions
If you double it
then you get …
expressing cause
and effect
It’s greater than
ten
comparing
First I added them
together and then I
multiplied by …..
recounting
describing
generalising
It has three
sides.
All multiples of
even numbers are
even numbers
An acute angle is
an angle which ….
defining
Talk frames
Support pupils:
• in their expression of ideas
• scaffolds their expression
• models sentence patterns and subject
specific vocabulary
An effective talk frame:
• links to the language demands of the
curriculum
• is well differentiated
•
Frames are useful where children are
planning talk as presentation or
performance, for example, reporting back,
persuading, retelling or recounting.
• It might be .......... because ….
• I could be …………. because ….
• It must be ........... because ….
• It couldn’t be ……….because ….
• What if ……….. ?
Don’t forget, the because ….. Is the most important bit!
Visual preview
Show a series of pictures that are inter-related and tell
the pupils that they are going to have to act as
detectives and use the clues.
Give them talk frames:
I think……… because ………….
I agree/disagree with …….. because ……..
I’ve changed my mind because ………..
The evidence suggests that ……………..
Although I agree ……, I think ……. because ….
Dictogloss
• Please just listen to the text first time
• Second time, make notes by yourself
• Now in pairs/groups see how exactly you can
reproduce the text that I have read you.
NB You are trying to reproduce the text NOT to write it
in your own words.
Although he started work as a printer on leaving
school, Walter’s passion was football and it was
whilst playing for an amateur team that he was
spotted by a scout for Tottenham Hotspur. He
became only the second black footballer to play in an
English team, playing for Tottenham Hotspur and
Northampton. Despite being subjected to racist
taunts, Walter was generally popular with the public
and widely regarded as one of the most brilliant
players of his generation.
http://www.crossingthewhiteline.com
Supporting Access
Web page
www.emaonline.org.uk/ema/index.cfm?p=resources,res_search&item=eal
www.collaborativelearning.org/
www.mantralingua.com/
http://www.letterboxlibrary.com
Willesden Bookshop
Teaching English British Council
Translation websites
• http://www.langtolang.com/
TableTop Translator
•
•
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Swedish, Danish, Portuguese (Portugal), Portuguese (Brazil), Polish, Russian, Arabic
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Haitian Creole, Hmong, Icelandic, Irish, Javanese, Kannada, Latin, Lao, Latvian,
Lithuanian, Macedonian, Maltese, Marathi, Serbian, Slovakian, Swahili, Telugu,
Ukrainian, Urdu, Welsh, Yiddish
Question Time
Evaluation
Aims
• to raise awareness of the ethnic profile of
Kirklees schools
• to explore the particular learning needs of
pupils learning EAL
• to discuss and illustrate inclusive practice for
pupils learning EAL